Program Design- Module 4&5

DR A HANS
 What did we learn SO FAR?

1. Learning theories/transfer of learning theories for

learning and transfer of training among trainees
2. Training programme need to include meaningful
training material
3. TP Must have clear objectives
4. Importance of Instructions:
5. Opportunities for practice & feedback
6. Learner interaction is important
7. Supportive work environment is important (after
training)
 Introduction: Training Program
 Program design included:
1. Organization and coordination of the training
program
2. Required for high quality, effective training
programs
 Why PD?

1. It is required for creating an effective training

programme by creating a condition before the
training event to ensure that trainees are willing ,
ready and motivated to learn.
Figure – The Program Design Process
 Important Elements in Training Design

1. Preparing the training site

2. Identify and select trainers
3. How trainers can arrange training site & create
instructional environment?
4. Learning design documents and lesson plan*
5. Selecting a vendor for training services
6. Post –training: Provide trainees with self- mgt
skills and gain manager’s & peer support
7. Roles of KM in facilitating learning
A. Selecting and Preparing Training Site
 Training site: Room where training will be
conducted
› Characteristics of good training room
1. Comfortable and accessible
2. Quiet private and free from interruptions
3. Sufficient space for trainees to move around easily
4. Enough room for trainees to have adequate work space
5. Good visibility for trainees to see each other, the trainer
and any visual displays
Details to Consider When Evaluating a
Training Room
1. Noise and colors
2. Room structure and lighting
3. Wall and floor covering
4. Meeting room chairs
5. Glare
6. Ceiling
7. Electrical outlets
8. Acoustics
9. Technology
Examples of Seating Arrangements
 I-B: Making Training Site and
Instruction Conducive to learning
1. Creating learning setting- Determine the extent
to which trainees decide
› When, where, and how they will learn (self-direction)
› Whether learning will occur by interaction with others
(collaboration)
2. Preparation of materials
3. Know the audience
4. Pre-training( motivation / overview of the
course)
5. Provide overview of the course (course outlines!)
 Making the training site and instruction
conducive for learning:

1. Creating a learning setting : Whether the learning

will occur by self-direction or interaction with
others (Collaboration).
Ex: A classroom with easy to move furniture
supports high collaboration.
Self direction: A computer lab setting
 Matching Room with learning
Requirements

For learning that Suggested training rooms

requires

1 High Collaboration , Low Classroom with breakout rooms,

Self-Direction Lecture hall with breakout rooms

2 High Collaboration , High Breakout rooms, Conference hall

Self-Direction

3 Low Collaboration , Low Classroom, Computer classroom

Self-Direction

4 Low Collaboration , High Distance Learning……………….?

Self-Direction
 B. Preparation of the Learning materials

1. PPT
2. Videos
3. Other technology
4. Other hard copy study materials
5. Exercises
6. Case discussions
7. Games if possible
 C. Know the Audience

Age & Generational differences:

1. Baby boomers: Interactive & Well organized training.
Training content must benefit them personally
2. Gen X: Self –directed learning environment. Must
improve their employability
3. Millennial: Learn by working alone and helping
others to learn, Self paced- learning with group
activities and hands on practice
4. Nex-ters: Prefer Interactive training that are visually
stimulating with image and text (Similar to GenX)
Phase II- Making Training Site and
Instruction Conducive to learning
1. Pre-Training : Help trainees retain and recall
training content
 Trainees are asked to identify work problems or situations
and to apply training content to solve them
2. Provide overview of the course
3. Class room management
a. Interacting with trainees
b. Leading Discussion
c. Dealing with disruptive trainees
d. Managing group dynamics
 1.Pre-Training:

Helps in enhancing motivation to learn though

communication.
Elements :
1. Communicate to trainees: Purpose , Learning
Objectives, pre-requisite, usefulness
2. Pre-work: Provide additional reading materials,
cases, ask them to bring problems based on course
materials, real problems
3. Involving their managers to communicate: the
importance of training, provide opportunities to
attend+ discuss the expectations
 2. Overview of the course

 Present a big picture Including:

1. What will be covered?
2. Objectives
3. Timeline
4. Activities
5. Assignments
6. Usefulness of the course
7. Relevance to the job
(Making them understand personal+ Work related
meaningfulness)
 3. Classroom Management

a. Interacting with trainees: What to be covered?

How it would be covered? Address expectations of
trainees.
1. Be Enthusiastic
2. Making learners/ trainer comfortable
3. Avoid negative feelings about the program
4. Avoid stereotyping
5. Engage trainee: (Question & answer,
discussion ,Listen trainee, Summarize learning
points, provide feedback)
 b. Leading a discussion

1. Topic , Goals, time frame & structure must be

communicated before the discussion
2. Brainstorming/feedback
3. Help learners understand the meaningfulness of
training content with suitable materials(exercise,
case, video, diagram etc.)
4. Application of knowledge
 c. Dealing with disruptive trainee

1. Assertive & friendly at the same time

2. State your expectations
3. Ask their expectations
4. Conceptualize and brief them about your
boundary conditions
5. Engage , Energize, disconnect
 d. Managing Group dynamics

1. Identify the trainees based on their KSA

2. Group them with a mix of novice , experienced &
expert
3. Assign task in a group ( assign leader if
necessary) and monitor for equal participation
 Self -Learning

Q1. Explain the importance of Room arrangement and

seating type in training design.
Q2. Which Seating arrangement is good for
collaborative learning
Q3. Explain the classroom management in transfer of
learning.
 Phase II: Curriculum, Course and lesson
Plan

1. A curriculum refers to an organized program of

study designed to meet a complex learning
objectives. Ex: such as to become the sales
executive, certified computer network
expert/MCA , nurse or manager, Marketing
Professional/MBA
2. A course/program usually covers more specific
objectives and address limited competencies and
skills/ Ex: negotiations, T&D, Performance mgt
expert
 Curriculum & Course
Curriculum
1. Organized program of study designed to meet a complex
learning objective
2. Includes several courses
3. Learning objectives- Broader and less measurable than
course or lesson
Course or Program
1. Covers specific learning objectives
2. Addresses limited number of competencies
 Concept: Curriculum road map & design
document

1. Curriculum Road Map: A conceptual figure

showing all the courses in a curriculum & the
sequences in which courses have to be completed.
2. Design document: Guide the development of
training module & to explain the training
manager or others trainers about it.
3. Design documents emerges from TNA , Scope ,
Delivery & Objectives
 Curriculum Road Map
Shows
1. All of the courses in a curriculum
2. Paths that learners can take through it
3. Sequences in which courses have to be completed
Includes
1. Brief statement of the course purpose
2. Prerequisite skills needed for the course
3. Learning objectives or competencies covered by the
course
An example of a curriculum road map for a
security management training curriculum
 Design Documents

 Design document: A structured document which guide

the development of training & to explain the training
manager or others trainers/resource persons.
1. Scope: Include goals, outcome or achievement
expectations for trainee, description of trainees, Time
needed to develop a course & length by considering
trainees characteristics (TNA input)
2. Delivery: Include what & how the content shall be
covered?
3. Objectives: program objectives( Resources, link,
persons involved)
Design Document Template
Design Document Sample
 Self Learning Exercise:

Q1. Prepare a design document on :

 Conflict resolution technique
 Organizational strategy & methods of Training
 Lesson Plan
Detailed lesson plan
1. Translates the content and sequence of training activities
into a trainer guide
2. Ensures consistency regardless of the trainers/resource
persons
Lesson plan overview
1. Matches major activities of the training program and
specific time
Sample of a Detailed Lesson Plan
cont.- Sample of a Detailed Lesson Plan
 Self Learning exercise

Q1. Prepare a detailed lesson plan for any two topic

of your interest other than the assignment topics
Sample Lesson Overview
 Self Learning Exercise

Q1. Prepare a lesson overview for any one topic of

your interest other than the given assignment
topics.
C. Choosing Vendor or Consultant For
Training Services
 Request for proposal (RFP)
› Used for potential vendors and consultants

› Outlines:

1. Type of service the company is seeking

2. Type and number of references needed
3. Number of employees who need to be trained
4. Funding for the project
5. Follow-up process used to determined level of satisfaction
and service
6. Expected date of completion of project, and the date when
proposals must be received by the company
 Phase III- Implications of program design
in transfer of training

1. Determine if focus is on near or far transfer

2. Encourage Self- Management
3. Encourage manager support for training
4. Peer support
5. Opportunities to use learned capabilities
6. Technological support
 1. Transfer of Training
1. Focus : Learning environment and learning
conditions should match with working condition
2. Decision to make: Near transfer or far transfer?
In other words; identical environment or
stimulus generalization?
3. Near transfer
1. Applying learned capabilities exactly in a work situation
2. Training tasks involve responding to predictable
situations
 1. Transfer of Training cont…
 In Programs with emphasis on near transfer, trainees
1. Need to follow standardized procedures, processes, and
checklists
2. Should be encouraged to focus only on important
differences between training tasks and work tasks
3. Should be provided with an explanation of why and how
the procedure should be performed
4. Learn behaviours or skills that contribute to effective
performance
 1. Transfer of Training …cont
 Far transfer
A. Involves using learned capabilities to undertake novel
situations involving original thinking
B. Training tasks require variable interactions and
unpredictable responses
› Programs with emphasis on far transfer should:
1. Teach general concepts, broad principles, or key behaviours
2. Provide a list of prompts or questions to help trigger
thoughts and question sets
3. ‘How is this similar to problems I have encountered
before?’
 2. Self management

Meaning:
1. Prepare trainees to deal with the obstacles by
themselves that they may face in actual work
environment.
2. And provide instruction in Self management
techniques at the end of the training program.
 Content of Self Mgt

1. Discuss Lapses
2. Identify skills targeted for transfer
3. Identify personal or environmental factors
contributes to lapses
4. Discuss coping skills and strategies
5. Identify when lapses are likely
6. Discuss resources with managers / trainers to
ensure transfer of skills
3. Encourage Manager Support for
Training
Manager support: Degree to which managers
1. Emphasize the importance of attending training
programs
2. Stress the application of training content to job
3. Provide opportunities for trainees to use what they have
learned on the job
Levels of Management Support for
Training
 3. How to gain managers’ support for
training?

1. Clarify the purpose of the training program and

its relationship to business strategies
2. Trainees should be encouraged to bring to the
training session work problems and situations
they face on the job
3. Information regarding the benefits of the
program collected from past participants should
be shared with managers
4. If possible, use managers as trainers.
 4. Peer Support
Support network:Group of two or more trainees
who:
 Agree to meet and discuss their progress in using learned
capabilities on the job
 Face-to-face meetings, e-mails or social networks
 5. Opportunity to Use Learned
Capabilities
 Opportunity to perform
› Extent to which the trainee is provided with or actively
seeks experiences that allow:
 Application of the newly learned knowledge, skill, and
behavior from the training program
› Determined by:
 Breadth- Number of trained tasks performed
 Activity level- Number of times with which trained tasks are
performed
 Task type- Difficulty of the trained tasks that are actually
performed
› Low levels of opportunity – candidates for refresher
courses!
 5. Opportunity to Use Learned
Capabilities
 Can be measured by asking former trainees indicate:
 Whether they perform a task
 How many times they perform the task
 The extent to which they perform difficult and challenging tasks
 6. Technology Support

Using Knowledge Management(KM) tool: Self

Study ( Class discussion )
Knowledge MGT: Tech Support Perspective

It refers to the process of enhancing company

performance by designing and implementing tools,
processes, systems , structures and cultures …to
create, capture , share and use knowledge.
It can help companies get products to market
quicker , better serve customers, develop innovative
products an services, and attract new employees and
retains current employees by giving people the
opportunity to learn and develop.
 How to help create , share and use
knowledge under KM?

1. Use technology , email and social networking sites

on companies network. Allow people to store
information and share it
2. Publish directories that list what employees do
( Knowledge base)
3. Develop Information map (where is the key
information)
4. Create a position of Chief Information Officer
(CIO) and CLO (facilitating documenting the
knowledge and exchange information)
5. Require employee to share what they have learnt in
attending training and technology knowhow
6. Employee must Take time off from the work to
acquire some more specialized knowledge
7. Create online library of learning resources (ppt,
video, articles etc)
8. Design office space to facilitate interaction
between employees
9. Create communities of practice (COPs) using F2F
meeting wikies , blogs , websites etc…
10. Collaborate and share ideas , solutions and
innovations related to products, services , process
and technology
11. Use after action review (to Identify the deviation)
12. Storytelling to pass on knowledge ( happy ending
with some surprise)
13. Record top performer’s passions by testimonials
 Important

1. PPTs are mainly highlighting the conceptual

dimensions & provide a broader framework of
the subject contents.
2. Consulting/Reading Books related to the subjects
and other similar resources(online and hardcopy)
are mandatory for better and in-depth
understanding of the subject contents.